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Department
of
Justice Studies
Justice Studies Practicum
Field Placement Manual
For
JS 290 & JS 490
Faculty
of Arts2
Justice Practicum Manual
Studies
They [students] develop a greater interest in academic work
when they see the connection between jobs and the
classroom. They evaluate career decisions early in their
college years. They expand their critical thinking skills,
knowledge, enthusiasm, self-confidence, and focus. And
upon graduation, they have the experience and skills to
succeed in the workplace, along with valuable professional
contacts and references.
Mary Robinson (2001)
former President of Ireland
Prepared by:
Hirsch Greenberg, MSW
Practicum Coordinator
Department of Justice
Faculty of Arts
University of Regina
©2016
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Dear Student:
Welcome! This manual contains important information for your Justice Studies practicum
field placement. Practica engage students in pre-service professional experiences and the
integration of coursework. As a value-added component of a student’s Bachelor of Human
Justice or Bachelor of Arts Police Studies degree, field placement experiences offer
opportunities:
To build valuable professional networks;
To explore career related work experiences; and
To integrate theory in practice
As pre-service professionals, students will acquire competencies in justice knowledge,
skills and attitudes towards developing an identity as a justice professional.
The JS 290 Practicum I (Introductory): Field Placement and the JS 490 Practicum II
(Advanced): Field Placement prepares students for professional careers; applying the knowledge,
skills and attitudes gained from course work to lived experiences.
The content of this manual describes the expectations and responsibilities of students,
field supervisors/organizations and the Department of Justice Studies. We look forward to
students, field placement supervisors and faculty connecting mutually, rewarding experiences
and shaping, lasting relationships.
Sincerely,
Hirsch A. Greenberg, MSW
Practicum Coordinator
Department of Justice Studies, Faulty of Arts
University of Regina
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Contents
About The Department of Justice Studies 6
Department History
Contact Us
Our Faculty and Staff
Introduction to Practicum Courses 8
Introduction
Prerequisites
Goals of Practicum Field Placements
Developing Student Learning Objectives
Building a Relationship with your Field Placement Supervisor
Absences and Filed Placement Hours
Practicum Evaluation
Professional Development
FAQ 11
Introduction
Paid Practica
Working with Clients and Staff
Relationship to the Host Organization
Liability Protection and Insurance
Transporting Clients
Ethical Conduct
Where are Placements Available 17
Introduction
Placement Opportunities
Students 18
Fitting in and preparing for the interview
Organizational relationships
Relationships with colleagues
Relationship with coworkers
Relationships with field supervisors
Relationships with clients
Syllabi
Assessing Student Progress 20
Seminars
Working towards the final evaluation
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Practicum Coordinator 20
Host Organizations 21
Orientation
Field supervisors
Assisting students to build professional relationships
Preparing for an evaluation of a student
Administration 22
Forms
Learning goals agreement
Site visits
Appendices 24
General Practice Agreement
Field Placement Evaluation
Student Work Placement Health and Safety Checklist
Work-Based Learning Consent and Agreement
Student Insurance
References 44
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ABOUT THE DEPARTMENT OF JUSTICE STUDIES
SECT IO N O VERVIEW
Department history
Contact information
Faculty and staff members
DEPARTMENT HISTORY
As a student with a major or minor in Justice Studies, you have a place in one the oldest
(circa 1971) justice degree programs in Canada. Originally housed in the Faculty of Social Work
at the University of Regina as the School of Human Justice, the Bachelor of Human Justice
(BHJ) degree was offered to adult learners as a pathway to earn an undergraduate degree. For
many that were already practicing justice professionals and were required to have a post-
secondary credential to advance their career, the BHJ was an attractive option. Another reason
was to offer a university degree that would have its central focus on (in)justice, particularly as it
touched the historical and existing lives of Indigenous peoples in Saskatchewan and Canada.
The designation, human justice was adopted from the expression human service
organizations. In designing the degree, the drafters believed that justice held a unique place in
social work practice and deserved its own home among undergraduate degrees in the academy.
The Bachelor of Human Justice degree grew in popularity as its course offerings captured
the interest and imagination of an increasing number of students. There have been many changes
over the years (~ 45 years old as of 2016). The School moved to the Faculty of Arts in the mid-
nineties; and in the mid-2000s, the School became the home of two other Arts degrees: a
Bachelor of Arts, Police Studies and a Bachelor of Arts, Justice Studies (the latter will no longer
be offered after April 31, 2017 and the department closed admission to new students for this
program as of September 2012). Eventually, the School of Human Justice became the
Department of Justice Studies, as it’s known today, housing the BHJ and the BA in Police
Studies. We also offer a Minor in Justice Studies for non-JS students and new for the 2016 fall
semester, the department will be offering certificate and diploma programs of 15 or 30 credit
hours respectively that ladder into the BHJ or the BA, Police Studies degrees. There are two
post-graduate degrees: Master in Justice Studies and Police Studies
The mission statement of the department (the complete mission statement can be found in
the Academic Calendar, Department of Justice section) describes different viewpoints students
will be able to apply in their study of justice. In part, these approaches reflect the
interdisciplinarity and diversity of justice environments: legal, criminal, social, practical,
restorative, and corrections.
As Justice Studies’ students you will also share with other Faculty of Arts’ students, a
general liberal arts education that includes: critical thinking and problem- solving; writing as a
Researcher and a professional; research methods; analytical skills; study of theories; ethical
practices and more.
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Students are encouraged to visit our website and explore our department’s justice programs:
http://www.arts.uregina.ca/justice-studies
CONTACT US
By telephone: (306) 585-4779
Drop by: Department of Justice Studies (due to restrictions associated with the
Pandemic, we are all working from home at the moment. We will be
happy to meet with you as soon as we return to our respective
offices).
University of Regina
3737 Wascana Parkway
Classroom Building 343
Regina, Saskatchewan S4S 0A2
By e-mail: Justice.Studies@uregina.ca
OUR FACULTY AND STAFF
Gloria DeSantis, BA Hons., MA, Ph.D.
Assistant Professor
Department Head, Justice Studies, University of Regina
gloria.desantis@uregina.ca
Flomo, David, BA, MSW, MPH, RSW
Practicum Coordinator
David.flomo@uregina.ca
Muhammad Asadullah, PhD
Assistant Professor,
Muhammad.Asadullah@uregina.ca
James Gacek, Ph.D.
Assistant Professor,
James.Gacek@uregina.ca
Rick Ruddell, BA, BSW, MCJ, Ph.D.
Professor and Law Foundation of Saskatchewan Endowed Research Chair in Police
Studies
Rick.Ruddell@uregina.ca
Heather Nord
Instructor
Heather.Nord@uregina.ca
Corie Smith
Administrative Assistant
Corie.smaith@uregina.ca
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Introduction to Practicum Courses
SECT IO N O VERVIEW
Introduction
Prerequisites
Goals of the practicum field placement
Developing student objectives
Building a relationship with your field supervisor
Absences and field placement hours
Practicum evaluations
Developing professionally
The goal of the practicum field placement is to attain professional experience and achieve
personal career goals. Students will have the opportunity to apply their knowledge, skills and
attitudes acquired from their university courses and their personal lived experiences during their
field placements. Complementary course work (JS 291-Professional Communications and
Writing, and JS 492-Major Project) crafts a pre-service professional justice identity.
While organizations offer students excellent observational and hands-on experiences,
students should not be too disappointed should all of their expectations go unmet. Remaining
positive and open to the advantages being offered will enrich your experience. As you gain
acceptance from the professional staff at your placement, intended and unintended expectations
will morph into an appreciation of justice realities.
PREREQUISITES
JS 290 Prerequisite for the Practicum I JS 490 Prerequisites for the Practicum II
(Introductory): Field Placement (Advanced) : Field Placement
1) JS 090 and 100; 1) JS 090,100, 290, & 291;
2) 65% PGPA and 60% UGPA; or 2) Completion of 90 credit hours; and
permission of the Department Head. 3) 65% PGPA and 60% UGPA.
GOALS OF THE PRACTICUM FIE LD PLACEMENT
The JS 290 Introductory Practicum Field Placement introduces students to human
service organizations in the justice field. For many students, this will be their first involvement
with a professional justice organization. The JS 490 Advanced Practicum Field Placement
extends opportunities to: building on self-confidence, self-reliance, professionalism, and
developing knowledge, skills and attitudes. The principal goals of the practica for students are:
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Acquire applied justice knowledge: Students observe how justice
organizations employ theories and practices in justice, professional
communications, report writing, policies and procedures and professional
ethics.
Demonstrate an understanding of complex justice issues and problems.
Returning to the classroom, students will have a deeper understanding of
criminal, restorative, legal, social and/or human rights issues.
Understand the range and role of justice practice. Students observe the roles
of various justice professionals including but not limited to: social advocates;
correctional staff; police; working with adults and youth; women, minorities
and Aboriginal Peoples and thus learn about various roles and responsibilities
within the justice community.
Understand professionalism. Students will gain an appreciation of
professional expectations: developing professional competencies (knowledge,
skills and attitudes); adhering to ethical conduct; and adopting a pro-active
attitude when working with individuals, families and communities as primary
practice considerations.
Build relationships. Students will have the opportunity to establish personal
and professional relationships with multiple stakeholders: individuals,
families, communities, professionals, and organizations.
Acquire analytical and problem-solving skills. Students are expected to use
problem-solving case approaches based on the needs of individuals, families,
communities.
Contribute to organizations and communities. Students are expected to
contribute to the fabric of human service practices.
Evaluate their career choices. Through self-reflection, conversations with
other students and professionals, students have the opportunity to evaluate
themselves against the requirements of their placement and related course
work.
DEVELOPING STUDENT LEARNING OBJECTIVES
Students are expected to submit a minimum of five (5) learning objectives as part of each
practicum application. These objectives should operationalize – put into practice - the goals
identified in the section above. These objectives are not set in stone as the student and the field
supervisor will review and re-formulize these objectives during the first week of the field
placement.
BUILDING A RELATIONSHIP WITH YOUR FIELD SUPERVISOR
Students’ primary contact with an organization is their field placement supervisor. It is
important from the onset to clarify expectations (i.e. goals and objectives of the placement)
between the student and the field supervisor during the first week of the semester. Reviewing the
course goals and objectives will assist in defining the role and relationship between the
supervisor and the student and serve as a guide in defining expectations and evaluating a
student’s performance.
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ABSENCES AND FIELD PLACEMENT HOUR S
Absences from a student’s field placement for classes and exams must be pre-arranged in
cooperation with the student’s field supervisor. Absences for personal sick leave or family
illnesses must be reported to the student’s field placement supervisor, as soon as possible.
Students do not earn credit towards their hours for the aforementioned absences. If extended
absences are necessary, the student must report the circumstances to the practicum coordinator
and the student’s field supervisor to discuss how to complete the balance of hours remaining.
Absences for vacation are not acceptable during the semester and students may risk being
discontinued from their field placement for such absence. If there are questions with respect to
placement scheduling, students ought to discuss this with their field placement supervisor and the
practicum coordinator.
Students are expected to complete 292.5 hours over 13 weeks for their introductory
placement; and the expectation for the advanced placement is 390 hours.
PRACTICUM EVALUATION
The student’s field placement supervisor is responsible for completing the final written
student evaluation. The evaluation is available on UR Courses and it is the responsibility of
students to assure that the field placement supervisor receives a copy – either an e-copy or a
hardcopy. A mid-term, site-visit by the practicum coordinator, with the student and his or her
field placement supervisor, is intended to review a student’s progress towards the completion of
a student’s goals. Course assignments also contribute to a student’s final grade. These
assignments are focused on practice and professional conduct.
The practicum courses are graded as a “Pass” or “Fail”. Students in JS 290 must achieve
a minimum numerical grade of 70% to “Pass” the course. Students in JS 490 must achieve a
minimum 75% numerical grade to achieve a “Pass”.
PROFESSIONAL DEVELOP MENT
As pre-service professionals, it is understood that students are improving their practices
as they acquire: knowledge, skills and attitudes. It is probable that students will be challenged by
their practicum experiences: may encounter self-doubt, for example; and will need opportunities
to debrief. The practicum program provides seminars during the semester to debrief practicum
experiences with other students and the practicum coordinator. Field placement supervisors are
invaluable resources and students should avail themselves of this support.
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FAQ
SECT IO N O VERVIEW
Introduction
Paid Practica
Working with clients
Relationship to the hosting organization
Liability protection and insurance
Transporting clients
Ethical conduct
Students often have questions regarding their status as a pre-service professional while on
their placement. Can I be compensated? What is my liability? Can I transport clients? Should I
use my own car? What if I don’t receive a positive evaluation from my field placement
supervisor? Should I be offering advice to a client or have a counselling role? Each of these
questions is addressed below.
PAID PRACTICA
Students are allowed to receive financial compensation for their practicum placement
under specific conditions, including an organization’s policy of compensating students.
Some organizations offer placements in anticipation that students will become paid
employees at some future date. Students have also been offered casual or temporary paid
employment during their placement; both are acceptable conditions.
Another situation that often occurs is where students are already a paid employee and the
organization is willing to extend this status for their practicum placement. When this occurs,
students must ensure that their practicum field placement assignments are different from those
paid employment assignments. This means that students cannot continue in the same
employment position and gain academic credit for their practicum field placement.
WORKING WITH CLIENTS and STAFF
In general, students can have two different roles towards completing their practicum field
placement:
1. Working directly with clients; and
2. Working with staff on a project for the organization such as a research assignment.
Students may only work with clients under the supervision of their field placement
supervisor or his or her designate. The extent of the student’s role is determined by their field
placement supervisor. Examples of working with clients could include assisting the supervisor
with implementing a client’s case plans, writing reports, responding to inquiries, leading
client activities and/or participating in staff meetings. Working alongside staff is an essential
ingredient for students in acquiring knowledge, skills and attitudes. Students are encouraged to
set aside time to have discussions with as many staff as possible, to learn the ins-and-outs of an
organization and more broadly, the justice field.
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Working on a project for the organization will also require oversight from the field
supervisor. There may be, however, fewer restrictions such as less direct oversight when working
on a research project as there is less direct risk involved than with clients.
RELATIONSHIP TO THE HOST ORG ANIZATION
During a field placement, students are expected to “learn with, about and from” others.
This requires that students immerse themselves in the organizational culture, ask questions and
demonstrate initiative. There should never be a time when there is nothing to do. Approaching
staff and clients to offer assistance is critical to developing professional relationships.
LIABILITY PROTECTION AND INSURANCE
As part of the practicum placement, students are required to complete the University’s
Human Resource risk and liability document, Workers Compensation document and the
Agreement document, within one week of the their placement start date. The required documents
and instructions are available from the practicum coordinator or are on-line from the JS 290 or JS
490 UR Courses. Questions pertaining to completing the documents should be directed to the
practicum coordinator.
Students completing their field placement in Saskatchewan are covered by
Saskatchewan’s Workers’ Compensation. Students completing their field placement outside of
Saskatchewan are not covered by Saskatchewan’s Workers’ Compensation and thus should
consider additional medical and/or insurance coverage.
There is always some level of risk in any field placement position. While the University
has taken precautions to minimize any risk by approving an organization as a placement,
unanticipated situations can and will arise when working with individuals, groups and families in
various community, agencies, institutions, and/or client home settings. It is important that
students familiarize themselves with the risks involved during their placement interview by
discussing potential risks and how to best mitigate them.
TRANSPO RTING CLIENTS
Students are NOT permitted to use their own vehicle for field placement related activities
other than for personal transportation to and from the organization. Students are permitted to
drive clients in agency vehicles and are insured through the University. It is strongly
recommended that students do not transport clients without being accompanied by an agency
employee.
ETHICAL CONDUCT
Ethical conduct is defined as “conduct that is consistent with the norms that specify what
is right or wrong in human relationships in a civil society (Bjorkquist, 2002, pp. 13-14). An
important point to consider is that “regardless of your personal ethical positions, you will need to
meet the demands that will be placed on you as a result of ethical standards in the profession [or
organization] you desire to join.” (Gordon et al, 2004, p.73). While it is not plausible to consider
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every possible ethical scenario the following discussion will assist students with some ethical
questions for consideration.
CORRUPTION AND M ISCONDUCT
Corruption can be defined as “the misuse of one’s official role to obtain personal gain.”
(Gordon et al, 2004). For an example, accepting a bribe. Misconduct can be defined as “various
kinds of behaviour prohibited by the agency.” (Gordon et al, 2004). Examples are: coercion of
clients; or, use of force.
WORKING AT YOUR COM PETENCY LEVEL
Students will often be confronted by cases and settings that raise questions about their
competency, questioning their ability to respond to clients or to staff appropriately. For example,
a student may be confronted by a client who has suicidal ideation. It is a student’s obligation to
report such encounters to their field placement supervisor or, in his or her absence, to a
designated person in authority. This may appear to expose a student’s lack of knowledge or
confidence, yet consulting with a supervisor or other staff member sends a message that you
understand your limits and are willing to ask for help. This is considered to be a positive
response.
M AINTAINING CONFIDEN TIALITY
There is no such confidential practice as protecting, unequivocally, information about
another person. Even a lawyer, who in Canada, can protect information disclosed by his or her
client from the courts and others, it is likely that the support staff in the lawyer’s office will see
the files. Confidentiality, then, is contextual to the organization and to a professional code of
conduct (i.e. ethical standards). Students are asked to consider confidentiality in two interrelated
contexts:
1. Confidentiality belongs to the client and not the professional or organization; and
2. Explain the limits of confidentiality to the recipients of service at the start of the
professional relationship.
It behooves students to discuss confidentiality with each client as part of the client-
professional relationship. Do not presume that confidentiality is an unspoken attribute of
professional practice or that the limitations of confidentiality are understood. Students should
clarify with their field placement supervisor, the organizational policy regarding confidentiality
and then ensure that this is shared with clients and is understood.
M AINTAINING APPROPRIATE INTERPERSONAL RELATIONSHIPS
Many students entering the human services system have a natural propensity to form
positive relationships with others: family, friends, colleagues, etc. Students are cautioned,
however, that forming relationships with clients and professional staff, while sharing similar
attributes with personal relationships, have distinct characteristics. The table below serves as a
guide.
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What are the differences?
Knowing the differences between personal and professional relationships can help you recognize
when professional boundaries between the two may be blurred or crossed.
Characteristic Professional Personal
(Intervener-client) (casual, friendship, romantic,
sexual)
Behavior May be regulated by a code of Guided by personal values and
ethics and professional standards. beliefs.
Framed by agency policy.
Remuneration Most often paid to provide care to No payment for being in the
client, but may also act in an official relationship.
volunteer role
Length Time-limited for the length of the May last a lifetime.
client’s needs.
Location Place defined and limited to where Place unlimited; often
an intervention is provided. undefined.
Purpose Provides care within a defined role Pleasure, interest-directed.
and follows an establish plan of in
meeting the client’s needs.
Structure Provides program/service to client. Spontaneous, unstructured.
Power Unequal: intervenor has more Relatively equal.
power due to authority, knowledge,
influence and access to privileged
information about client.
Responsibility for Intervener (not client) responsible Equal responsibility to establish
for establishing and maintaining and maintain.
professional relationship.
Preparation for Requires formal education, Does not require formal
knowledge, preparation, orientation knowledge, preparation,
and training. orientation and training.
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Time spent Gives care within outlined hours of Personal choice for how much
work/volunteerism. time is spent in the relationship.
Source: adapted from:
https://www.crnbc.ca/Standards/resourcescasestudies/ethics/nurseclientrelationships/boundaries/Pages/PersonalVPr
ofessional.aspx as adapted from Milgrom, J. (1992). Boundaries in professional relationships: a training manual .
Minneapolis, Minnesota: Walk-In Counseling Centre.
RESOLVING ETHICAL DILEM M AS: GUIDELINES
Setting Limits
Students should set limits, personal and professional boundaries, with clients and staff.
With clients, sharing personal and contact information is often frowned upon by many
organizations and should be avoided. An example could be a client asking: how old you are, or
for your home phone number or cell phone number. Relationships with staff could be difficult, as
maintaining objectivity in value based situations, such as differing opinions on the nature of
crime or opinions about treatment might create unresolved tensions in the work place. This is not
to suggest that students should refrain from engaging with other professionals. It is more to
suggest that regardless of whether you agree with others, their opinions, even whether factually
incorrect, should be respected.
Principle of Benefit Maximization
The principle of benefit maximization states that before acting, the ‘consequence’ of each
potential act is measured (Jones, 2005). To say it in another way, if the outcome is predictable, it
is the client’s choice, within legal limits, to make. If the outcomes are not predictable or cannot
be anticipated, there may be good reason to delay a decision until more information (facts) are
known. Furthermore, in deciding among courses of action, students are encouraged to ensure, at
a minimum, that no harm is done to themselves or the client.
For example, a client may not think that his substance use/abuse is a problem. Although,
his work is affected and his family is concerned, the choice to continue his substance use/abuse
is his to make. A second example, where no action is taken, is a client is accused of a breach of
probation. There is no substantive proof that the client breached his probation and a decision may
be delayed until more facts are known. A third example could arise, if the client is a victim of
domestic violence and she is trying to decide between leaving her spouse and giving him another
chance. In this case, a safety plan could help to ensure no harm is done.
The Bell, the Book and the Candle
Jones (2005) references Michael Josephson of the Josephson Ethics Institute of
California, citing three steps to respond ethically:
1. Are there any BELLS going off? Does something appear to be not
quite right?
2. What does the BOOK say: legal, policy regulations, codes of conduct
or other written forms of guidance?
3. How would a decision look when held up to the CANDLE, held up to
the light? If the decision was reported by the media?
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Critical Thinking
Finally, critical thinking is where students use their combined education and experience
to problem-solve. Jones (2005) stated, “critical thinking means that we should refrain from
taking any idea or point of view at face value – that we should examine it carefully before
making a personal judgment about it.” (p.117). Put another way, trust everybody but verify
everything.
WHERE ARE PLACEMENTS AVAILABLE?
SECT IO N O VERVIEW
Introduction
Placement opportunities
There are many justice organizations in Saskatchewan, Canada and internationally
affording students practicum field supervision. There are 80 practicum student requests, on
average, between the Human Justice and Police Studies program each year. Most students
request their field placements to be located in Regina. To further chances of finding a preferred
field placement, it is recommended that students consider placements outside of the two large
Saskatchewan urban centres: Regina and Saskatoon.
While every effort is made to locate a field placement in a desired centre. Advanced
Practicum students will be given priority. Students may choose to delay their field placement for
a semester in anticipation that their desired location will become available. Students should keep
in mind that delaying their field placement is no guarantee of either a field placement in a desired
location or field of interest.
PLACEMENT OPPORTUNITIES
Field placements in Saskatchewan are available with municipal, provincial, and federal
governments. First Nations and Métis Nation organizations also have field placement
opportunities on and off-reserves. There are a large number of community-based organizations
(CBOs) that will consider students for their field placement. Areas of interest include criminal
and social justice.
CRIMINAL JUSTICE PLACEMENTS
Parole/probation
Crown prosecutors, Legal Aid, and private law firms
Police (municipal and federal)
Canadian Border Services
Community based organizations (e.g. John Howard Society, Regina Alternative
Measurers Program)
SOCIAL JUSTICE PLACEMENTS
Advocacy Groups (e.g. Regina Anti-Poverty Ministry, Carmichael Outreach)
Violence against women
International human rights
Ombudsmen offices
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Residential programs for youth and adults
Neighbourhood programs (e.g. North Central Community Association)
Collaborative professional practice (e.g. SEARCH)
Substance abuse and mental health organizations
Students
SECT IO N O VERVIEW
Fitting in and preparing for the interview
Organizational relationships
Relationships with colleagues
Relationships with coworkers
Relationships with field supervisors
Relationships with clients
Syllabi
FITTING IN AND PREPA RING FOR THE INTERVIEW
Fitting into an organization’s culture is of the utmost importance for the successful
completion of a student’s practicum. Organizations are likely to interview for: competencies,
maturity, flexibility, problem-solving skills and whether you will be an asset or a hindrance. The
interview should leave the interviewer with the impression that, although you’re a student, you
can contribute to the work, take direction, demonstrate flexibility, and a show willingness to
learn. You should prepare for the interview by anticipating what you could be asked. The
following suggestions will assist students in their preparation.
Research your prospective field placement – ask for job descriptions and/or talk with
someone who is already doing the job
Take a copy of your resume, and goals and objectives with you to the interview
Be punctual – first impressions are important. Always arrive a little early
Dress for the interview – dress for the interview, not the job, to show your
prospective organization that you can present yourself professionally
Practice being interviewed by someone
Facial expressions are important, smile when you greet someone
Speak clearly, do not mumble
Respond to the interviewer politely, even if the conversation does not excite you
Listen before you answer questions
Provide brief answers and be succinct - get to the point
Thank the interviewer for his/her time
ORGANIZATIONAL RELATIONSHIPS
Students should take the time to understand and appreciate the various roles and work
individuals do for an organization. This includes those in director, management, administrative,
professional and support staff positions. Field supervisors are encouraged to expose students to
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the various roles in an organizational, and how the organization fits into other justice and human
service organizations (e.g. government and community-based organizations).
RELATIONSHIPS WITH C OLLEAGUES
Relationships with colleagues refer to all individuals that students may come into contact
with on a regular basis to accomplish their work. Providing the time and space for students to
find out how each person contributes to the organization will enhance a student’s professional
understanding of systems.
RELATIONSHIPS WITH C OWORKERS
Coworkers are specific individuals with whom a student interacts with on a daily space.
These individuals provide a student with support, direction and someone to turn to for immedia te
assistance (e.g. supervisors, line staff).
RELATIONSHIP WITH FIELD SUPERVISORS
Students may or may not have daily or even direct contact with their field supervisor.
Although the field supervisor is a member of the organizational unit, he or she may have
responsibilities outside of direct work in the unit. It is important for field supervisors to arrange
regular meetings (e.g. at least monthly) with their students to ensure he or she keeps track of and
understands their progress.
RELATIONSHIP WITH CL IENTS
Client relationships depend on a student’s level of knowledge, skills, and abilities.
Building a relationship with a client takes time and requires that students engender trust and
empathy. It is critical that students not engage clients as friends, but it is equally important to be
friendly. Field supervisors can assist students to understand the nuances in working with clients
and working within their level of competence. As client relationships evolve, elements of
genuineness, respect, professional curiosity about the client’s story, empathy, listening, and
acknowledgement will emerge as foundational client building relationship skills.
SYLLABI
The syllabi for JS 290 and 490 are posted each semester on UR Courses. The syllabi are
formal agreements between the student and the instructor. The terms and conditions of each
course are explained.
ASSESSING STUDENT PROGRESS
SECT IO N O VERVIEW
Seminars
Working towards the final evaluation
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SEMINARS
During the semester, a bi-weekly JS 290 seminar offers students the opportunity to reflect
upon and gain insights into their field placement experiences. Field supervisors are invited to
attend. JS 490 seminars are on-line.
WORKING TOWARDS THE FINAL EVALUATION
Written assignments will ask students to prepare reflections on their placement for
discussion in class. By sharing experiences with other students during the seminar, conversations
will uncover insights and broaden a student’s world view of professional justice services and
engagement in positive critiques.
Students are required to submit a final written evaluation, completed by their field
supervisor. It is strongly recommended that students discuss their progress with their field
supervisor on a monthly basis.
PRACTICUM COORDINATOR
The faculty Practicum Coordinator facilitates a student’s placement and ensures that he or
she gains a meaningful professional experience. Should problems arise, the Practicum
Coordinator can assist to resolve issues. Students are expected to adapt and use problem-solving
skills to resolve most difficulties, but can also consult with the practicum coordinator at any
time.
The practicum coordinator is responsible for determining a student’s final grade in
consultation with the student’s field supervisor. The practicum is also available to discuss a
student’s progress with the field supervisor.
HOST ORGANIZATIONS
SECTION OVERVIEW
Orientation
Field Supervisors
Assisting students in building professional relationships
Preparing for an evaluation of a student
ORIENTATION
It is expected that an orientation for the student to the organization will be offered. The
orientation should include:
Hours of operation
Student work schedule
Policies and procedures to be aware of
Performance expectations
What to do if a student will be absent (e.g. sick leave)
Dress code
Working within student competencies
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The nature of services and programs that are offered
The person who the student reports to
The person a student can ask questions
Who to contact in case of an emergency
FIELD SUPERVISORS
Mentoring a student will take time. It is an excellent opportunity to transfer knowledge
and experience upon which a student can build a professional repertoire. Students are asked to
create an agreement between their field supervisor and themselves. This agreement will be one
part of a
student’s evaluation. Consider the following questions in developing an agreement as suggested
by Ward and Mama (2006):
What do students want to learn from their practicum experience?
What specific knowledge do students want to develop?
What specific skills or techniques do students want to learn or enhance (e.g. interviewing,
assessment, referral, and/or group work)?
Is there an area of justice work that a student doesn’t have a grasp on or feel that he or she
can fully integrate (e.g. why policy or research is important to daily justice practice)?
Does a student wish to learn how to work independently?
Is there flexibility in hours, or are schedules set?
Are there other organizational activities to participate in (e.g. budgeting, administrative tasks,
board meetings, grant writing)?
What kind of a relationship do I want with my supervisor? My coworkers?
Any other thoughts/opportunities.
ASSISTING STUDENTS TO BUILD PROFESSIONAL RELATIONSHIPS
Students are required to explore and develop professional relationships. There are six (6)
relationships students will be evaluated on: 1) organizational relationships; 2) relationships with
colleagues — those with whom students work with every day and are peers, support staff and
others outside of the immediate work environment including the staff of other organizations; 3)
relationships with co-workers (those in the same or similar profession); 4) relationship with
supervisors; 5) relationship with the faculty Practicum Coordinator; and 6) relationships with
clients.
PREPARING FOR AN EVALUATION OF A STUDENT
There are three (3) requirements for students to complete for their placement evaluation:
1) a learning goals agreement; 2) a site visit by the Practicum Coordinator; and 3) a final written
evaluation of a student’s acquired competencies: knowledge, skills and attitudes.
The learning goals prepared by the student form a practice guide for student progress.
These goals are shared with the practicum coordinator and the field supervisor.
In addition, these goals are the source for the site visit evaluation. The date, time and
location of the site visit for each student is found on UR Courses.
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The final written evaluation is completed by the field supervisor and is discussed with the
student. This evaluation is a measure of progress rather than the fulsome completion of the
specific itemized criteria. A scale is provided with the written evaluation as a guide.
ADMINISTRATION
SECT IO N O VERVIEW
Forms
Learning goals agreement
Site visits
FORMS
The Human Resources department of the University of Regina requires students enrolled
in a field placement to complete an evaluation of risk and to acquire travel authorization off-
campus. These forms are available on-line at UR Courses and samples are included in the
appendix to this manual.
LEARNING GOALS AGREE MENT
Developing learning goals are crucial aspects of developing professional practice. Field
supervisors’ evaluations are dependent on understanding what each student wishes to achieve.
To measure this achievement, a student must provide the field supervisor with a bench mark
upon which to be evaluated.
SITE VISITS
In preparing for their site visits, with the Practicum Coordinator and field supervisor,
students should review their learning goals and placement assignments. The site visit is a
discussion format and there are no written requirements to prepare.
Revised January 5, 2021University of Regina Agreement # 201__ -_____
University of Regina
Department of Justice Studies
General Practicum Agreement
THIS AGREEMENT made in duplicate the ________ day of _________ 2021 between:
THE UNIVERSITY OF REGINA
(the “University”)
AND
_____________________________________________________________
(the “Organization”)
WHEREAS:
A. The University offers Justice Studies programs (the “Program”) which includes an opportunity
for students to acquire experience in a professional setting prior to graduating from the
University;
B. The University has requested the Organization to provide a practicum field Practicum (including
direction and supervision) (the “Practicum”) for ______________________________ (the
“Student”);
C. The Organization has suitable experiences, supervisors, and facilities available for the
educational experience of the Student and has agreed to provide the Practicum for the
Student on the terms and conditions set out herein;
D. The University and the Organization (collectively, the “Parties”) wish to enter into this
agreement (this “Agreement”) in order to set out their respective roles and responsibilities.
NOW THEREFORE in consideration of the mutual covenants and agreements contained herein, the
sufficiency of which is acknowledged, the Parties agree as follows:
1. The Practicum
1.1 The Organization will serve as a practicum facility for practice education for the Student and will
provide personnel who will direct and supervise the Student during the Practicum.
1.2 While engaged in the Practicum, the Student shall retain the status of a student working
towards the fulfillment of a degree requirement and shall not replace the Organization’s staff, or
render services except as identified by the University for educational value and that are
compatible with the Program objectives. The Student is not an employee or agent of the
University. The Student shall not displace regular employees of the Organization. The Student
is not an employee of the Organization during the Practicum nor will the Student be entitled to
receive any remuneration from the Organization for any services the Student may render during
Revised: January 5, 2021the Practicum unless prior approval is granted by the Department of Justice Studies, Practicum
Coordinator.
1.3 The University shall be under no obligation to compensate either the Organization or any of its
employees for educational work or services provided by the Organization or any of its
employees in connection with this Agreement.
1.4 All relevant rules, regulations, policies and procedures of the Organization will apply to persons
involved in the Practicum unless otherwise agreed by the parties. For further certainty, the
Student must comply with the requirements of this Agreement and all reasonable directives of
the Organization. If a Student fails to do so, the Organization may refuse the Student access to
Organization facilities and may require termination of the Practicum.
1.5 In conjunction with this Agreement, the University, the Student and the Organization will
develop and execute a Practicum plan following the sample in Appendix A (the “Plan”). Included
in the Plan are the specifics of the Practicum, including details such as duration of the Practicum,
the Student’s responsibilities, and the Organization’s responsibilities.
2. Duties of the Organization
2.1 The Organization agrees as follows:
(a) To provide an educational practice experience for the Student.
(b) To provide a reasonable orientation for the Student to acquaint him/her with the facilities of
the Organization and the policies, rules, regulations, procedures and schedules of the
Organization.
(c) To direct and supervise the Student engaged in the Practicum. The Organization will assign
a direct supervisor who will be on-site or readily available by phone or other electronic
means for consultation, supervision and direction for the Student.
(d) To have the Student assigned to Organization staff who have the knowl edge and
understanding of the purpose and objectives for the Student’s learning experience.
(e) To provide the Student with adequate workspace and resources (e.g., office supplies, access
to computer) needed to conduct Practicum activities. The Organization will treat the
Student as a pre-service professional.
(f) To provide support services to the Student as would be normally required to carry out the
work of the Organization.
(g) The Organization will permit, on reasonable notice and request, the University to inspect
the Organization’s facilities.
(h) At the end of the Practicum program, the Organization will contribute to evaluation of the
Student’s performance in the Practicum, in the manner requested by the University. The
Revised: January 5, 2021Organization will provide at least one oral evaluation during a pre-scheduled meeting with
the Student and the Practicum Coordinator and one final written evaluation of the Student
using the materials attached as Appendix B. In cooperation with the Organization, the
University will conduct the final evaluation of the Student’s completion of the Practicum and
assign a grade to the Student as applicable
2.2 In the event of circumstances beyond the control of the Organization such as a community
disaster, job action by Organization employees, a fire or other situation in which the continued
provision of facilities under this Agreement would substantially interfere with the Organization’s
primary duty of care to its clients or other services such as research, policy development, etc. ,
the Organization reserves the right to suspend performing its obligations under this Agreement
immediately and until such time as the Organization determines that the facilities are again
suitably available for use.
3. Duties of the University
3.1 The University agrees as follows:
(a) To provide all relevant Program information and guidelines to the Organization contact(s) to
facilitate a positive and practical learning experience for the Student.
(b) To discuss with the Student, prior to the Practicum, their responsibilities during the
Practicum including the maintenance of confidentiality in matters entrusted to them.
(c) To arrange meetings as required to handle any issues arising from the Practicum.
4. Coordination and Communication
The University (through the Department of Justice Studies) and the Organization will coordinate and
cooperate regarding the Student’s Practicum. Each party will designate a liaison (“Liaison”) for such
communications. The Liaisons are the following persons: Liaison for University:
Name/Title: _________________________________________________________
Department: _________________________________________________________
Address: _________________________________________________________
_________________________________________________________
_________________________________________________________
Phone: _________________________________________________________
Email: _________________________________________________________
Liaison for Organization
Name/Title: _________________________________________________________
Address: _________________________________________________________
_________________________________________________________
_________________________________________________________
Phone: _________________________________________________________
Email: _________________________________________________________
Revised: January 5, 2021Either party may change the designated Liaison or his or her contact information by notice in writing.
5. Performance Issues
5.1 If issues arise concerning the performance of a Student during a Practicum, a plan shall be
developed to assist the Student to meet the goals of the Practicum. If reasonable efforts to carry
out the plan are not successful, the Organization or the University may recommend
discontinuation of the Practicum for that Student.
5.2 The University or the Organization may initiate action as is mutually agreed upon through
discussion to suspend the participation of any Student in the Practicum if (i) the Student violates
the Organization’s rules and regulations or for engaging in any action that the Organization
views as detrimental to its operations, (ii) the Student’s continued participation in the Practicum
is not in the best interest of the Student or the Organization, or (iii) the Student acts in any other
inappropriate manner. The Organization shall supply written reasons for its actions to the
University as soon as reasonably possible. The Organization will consult with the Justice
Studies, Practicum Coordinator before final action is taken.
6. Liability, Indemnification and Insurance
6.1 Each party will be responsible for the negligent acts or omissions of its own employees, officers,
or agents in the performance of this Agreement. Neither party will be considered the agent of
the other and neither party assumes any responsibility to the other party for the consequences
of any act or omission of any person, firm, or corporation not a party to this Agreement. The
arrangement under this Agreement shall not, under any circumstances, constitute a partnership,
employment agreement (unless and otherwise permission is granted by the Department of
Justice Studies, Practicum Coordinator) or joint venture between the parties or an employment
relationship between the Organization and the Student, nor shall any agency relationship arise
as a consequence of this Agreement. Neither Party has the authority to bind the other party.
6.2 The University agrees to indemnify and hold the Organization and its employees, directors,
officers, and agents harmless from all loss, cost, expense, judgment or damage on account of
injury (including death) or property damage, to the extent that they arise from or are caused by
the negligence (whether through omission or commission) or wilful misconduct of the University
or its Student, faculty members, employees, servants or agents related to or arising out of the
Program, the Practicum or other matters to which this Agreement pertains, including all
reasonable legal expenses and costs incurred by the Organization in defending any legal action
pertaining to the above.
Revised: January 5, 20216.3 The Organization agrees to indemnify and hold the University and its employees, directors,
officers, students and agents harmless from all loss, cost, expense, judgment or damage on
account of injury (including death) or property damage, to the extent that they arise from or are
caused by the negligence (whether through omission or commission) or wilful misconduct of the
Organization, its employees, servants or agents related to or arising out of the Program, the
Practicums or other matters to which this Agreement pertains, including all reasonable legal
expenses and costs incurred by the Institutions in defending any legal action pertaining to the
above.
7. General Provisions:
7.1 This Agreement and any Practicum Plan to be attached hereto constitute the entire agreement
between the parties. The parties may modify this Agreement by a subsequent written
Agreement executed by the parties.
7.2 This Agreement shall be construed in accordance with the laws of the Province of Saskatchewan
and the federal laws of Canada applicable therein.
7.3 All notices, requests, or other communications given from one party to the other will be in
writing and will be emailed, mailed by first-class mail, or transmitted by hand delivery or
facsimile, addressed to the respective party Liaison specified above. All notices, requests or
communications that are not hand delivered will be deemed received three (3) days after
deposit in the Canada Post, postage prepaid; or upon confirmation of successful facsimile or
email transmission.
7.4 This Agreement shall ensure to the benefit of and be binding upon the parties hereto and their
respective successors and permitted assigns.
7.5 The parties shall do and perform and cause to be done and performed such further and other
acts and things as may be necessary and desirable in order to give full effect to this Agreement.
IN WITNESS WHEREOF the Parties have caused this Agreement to be executed by their duly authorized
officers as of the date first above written.
FOR THE UNIVERSITY OF REGINA FOR THE ORGANIZATION:
SIGNATURE SIGNATURE
Name: Name:
Title: ____________________________ Title: ____________________________
Date: Date:
Revised: January 5, 2021APPENDIX A
PRACTICUM PLAN
GUIDELINES FOR LEARNING AGREEMENT
I. Parties Involved:
Student: Student Name Organization: Organization Name
Student ID# Supervisor’s Name
Mailing Address Mailing Address
Phone Number Phone Number
Email Address Email/Fax, if available
II. Duration:
Specify the starting date and final date of the Practicum: dd/mm/yyyy to dd/mm/yyyy
III. Hours:
Specify weekly work schedule on-site. (e.g. Mon: 2-5, Wed: 11-3). As a general rule, a student
must work:
For the Introductory Practicum: Three (3) days per week; 7.5 hours/day for thirteen (13)
weeks during a fall or winter semester (292.5 total hours).
For the Advanced Practicum: Four (4) days/week; 7.5 hours/day for thirteen (13) weeks
during a fall or winter semester (390 total hours).
IV. Student Learning Goals:
Specify the professional and career development goals this Practicum will help the Student
achieve in priority of importance. Include general learning objectives; specific goals:
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
V. Student Responsibilities:
Specify the Student’s responsibilities to the Organization during the Practicum.
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
________________________________________________________________________________
____________________________________________________________
Revised: January 5, 2021VI. Supervisor Responsibilities
A. Plan on a significant time commitment initially. Structure an orientation to both the
organization and specific role to be assumed. Attendance at on-going staff meetings is
desirable, if possible.
B. Feedback - Regular feedback sessions should be formally arranged to facilitate consistent
supervision, guidance, and constructive criticism on a regular basis. These times should be
specified and adhered to. Specify how feedback will be given on an on-going basis. A formal,
oral midterm conference date will be set.
C. Final Evaluation - A final written evaluation from the supervisor of the student’s performance is
required. Specify due date (in syllabus).
VIII. Consent
By participating in the Practicum the Student consents to the sharing of personal information
pertaining to the Student and his/ her participation in and performance related to the Practicum
between the University and the Organization.
Agreed to this ____ day of ____________________, 2021
Name of Student: _______________________________________________
Name of Organization: __________________________________________
Per: __________________________________
Supervisor
UNIVERSITY OF REGINA
Per: __________________________________
Practicum Coordinator
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